The document proposes guidelines for an English curriculum in Colombian schools with the following key aspects: 1. It defines the curriculum as a system of interrelated components including objectives, content, resources, and evaluations. 2. It suggests three levels - macro (principles), meso (scope and sequence), and micro (grade-level plans) - to structure the curriculum. 3. Key themes include environmental education, health, citizenship, and globalization. Flexibility and adaptability allow schools to tailor the curriculum to their needs. 4. Assessment should be competence-based and formative, including self-evaluation, co-evaluation, and peer evaluation. Actors in implementing the curriculum include

1. PEDAGOGICAL PRINCIPLES
AND GUIDELINES SUGGESTED
ENGLISH CURRICULUM

2. FUNDAMENTALS OF THE
CURRICULAR PROPOSAL.
A system with components
that are interrelated and with
the greater context in which it
is simultaneously and openly
implemented.
CONCEPT OF CURRICULUM

3. PROPOSED CURRICULAR DESIGN

4. This definition includes as parts or
components of the curriculum
everything that allows its movement or
dynamism. Traditionally, these
components align with four questions
which answers are intimately related
and connected with the context:
1.What should be included in the
English teaching-learning process?
2.When should teaching-learning be
approached?
3.How should teaching-learning be
approached?
4. What, how and when should
learning be evaluated?

6. Scope and sequence: describes the curriculum as a matrix of
objectives assigned to the grades (sequence) and grouped
according to a common theme (scope).
• Programs of Study: presents a plan that usually
includes fundamentals, themes, resources and
evaluation.
• Content scheme: indicates a list of topics to cover
arranged as a scheme.
• Standards: a list of knowledge and abilities required
by all students to complete their academic process,
as those defined in Guide 22.

7. • Textbooks: educational materials used as teaching
guides in the classrooms.
• Learning path: series of courses and levels that
comprise the program and that the students must
complete.
• Planned experiences: all academic, athletic,
emotional or social experiences that the students
experience and that have been planned by the
school.
To understand the suggested curriculum, three levels must be
visualized and understood, which include each of the
components.

8. • Macro refers to the curricular and methodological principles
and theoretical guidelines related to the vision of education,
learning and language.
• Meso refers to the structure of scope and sequence of the
didactic progression of the English teaching-learning process by
levels of language, grades, number of hours and macro
competences that must be ensured for all students in their path
through the school as established in Guide 22.
• Micro refers to the curricular structure proposal by grade. This
suggested curricular structure, in turn, is comprised by modules
to be developed in each grade, the main learning goal, the basic
standards of competences implied, the performance indicators
and the related discourse and linguistic aspects.

9. CURRICULAR THEMES
Transversality is conceived as the construction of
dialogues between disciplines, determined in the
different courses in a holistic way.
1.Environmental/Sustainability Education: This
topic will be approached in relation to the
development of tasks, projects and problem
situations that generate an ethical conscience on
the preservation of the environment with the
intention of encouraging responsible behaviors.

10. 2.Sexual/Health Education: Focuses on activities
that promote taking care of the body in all its
dimensions, prevention as a road towards lasting
health, acknowledgement of the dignity of every
human being, the value of different forms of life
and the experience and construction of peaceful,
equitable and democratic relations.

11. 3.Construction of Citizenship/Democracy and
Peace: This topic will facilitate the use of the
language to achieve consensus and reflect on the
role of students in favoring peaceful coexistence,
promoting ethical values and their capacity for
conciliation.

12. 4-Globalization: This topic intends to promote the
understanding of the place each person holds in the
current world, the value of one’s own culture, their
role in development of the identity of students and
their capacity of understanding other cultures.

13. FLEXIBILITY.
This is understood as the possibility schools have of
building the knowledge that feeds the curriculum, focusing
on learning that is relevant to the real, dynamic and
changing contexts of each.
ADAPTABILITY.
This is intimately related to flexibility and it is understood
as the capacity of school to appropriate this curriculum
proposal and keep it valid and pertinent, adapting it to its
environment and reality.
CHARACTERISTICS OF THE
SUGGESTED CURRICULUM

14. In summary, this curricular proposal as a guiding,
suggesting, open and flexible document puts in the hands of
the schools, teaching directors and teachers the
responsibility of making specific curricular decisions that
condition it to the own educational reality. A curriculum, as
proposed, is an invitation to harmonize it with the
educational community context, with the PEI and existing
initiatives.

15. 1. COMPETENCE BASED ASSESSMENT
It is centered on the student. Consequently, it is necessary to
evaluate in order to reveal what the students know, know
how to do and know how to be in a context of their relations
with others.
2. ASSESSMENT FOR LEARNING.
Assessment for learning is formative and provides
opportunities to monitor the progress of the students and the
level of comprehension of the subjects
PRINCIPLES OF ASSESSMENT

16. PATHS FOR ASSESSMENT FOR LEARNING.

17. Self-evaluation is done when the student reflects on his
learning.
Co-evaluation refers to a process in which individuals
obtain feedback from each other.
Peer-evaluation implies that the teacher and the students
become involved simultaneously

18. Assessment of learning is summative and is evidenced in
procedures and instruments that teachers propose as
activities that allow evaluating the level of achievement and
performance of students in a certain topic, to compare their
results with the standards or learning indicators previously
established.
ASSESSMENT OF LEARNING

20. STUDENTS.
Students of Colombian schools are seen
as multidimensional and diverse
beings, who develop their personality
and participate in equal conditions in
the teaching -learning processes in
English provided by the schools and
their environment. As a developing
human being, the student is expected to
deploy growing levels of empowerment
of that process in several roles.
ACTORS OF THE
CURRICULAR PROPOSAL.

21. TEACHERS
Without a doubt, this curricular
proposal is addressed to the
multifaceted teacher, with broad
capacities, rich in knowledge,
experiences and values of the
national culture and who will read
this document in the different
regions of Colombia.
ACTORS OF THE
CURRICULAR PROPOSAL.

22. SCHOOLS
This proposal considers schools as
autonomous, flexible and comprehensive
education spaces of individuals capable
of transforming their environment.
This makes them micro-worlds where
students develop the necessary
competences to cope in their current and
future life, contributing to the
construction of an equitable and
inclusive society respectful of
differences.
ACTORS OF THE
CURRICULAR PROPOSAL.

23. PARENTS
The role of parents in the development and implementation of this
curricular proposal is essential. Parents have the right to know what
their children are learning in school. They also have the duty to
provide the necessary accompaniment for their children in their
educational process; such that they can reinforce the work done by
the teachers with the boys, girls and adolescents in the schools.
ACTORS OF THE
CURRICULAR PROPOSAL.

24. LOCAL EDUCATION AUTHORITIES
To achieve the goals proposed by the Program Colombia Bilingüe,
the local education authorities must strengthen their efforts in the
definition and implementation of pertinent and sustainable actions
leaning toward the improvement of the English teaching and
learning conditions in the regions.
ACTORS OF THE
CURRICULAR PROPOSAL.